TEACHING ENGLISH TO KINDERGARTEN CHILDREN: STRATEGIES, CHALLENGES, AND BENEFITS
Keywords:
Early childhood education, kindergarten English learning, language acquisition, play-based learning, interactive teaching methods, songs and storytelling, ESL (English as a Second Language), visual and auditory aids, teacher challenges, engaging learning environmentAbstract
This thesis explores the pedagogical approaches, challenges, and benefits of teaching English to kindergarten children. By examining classroom practices, teacher perspectives, and student outcomes, the study aims to contribute to the ongoing discourse on optimizing early English language education.
Downloads
References
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education. (This book provides insights into language acquisition theories and practical teaching methods.)
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press. (A comprehensive resource on teaching English to young children, including developmentally appropriate practices.)
Eldridge, J. (2001). Language and Education: A Critical Introduction. Sage Publications. (Explores the relationship between language learning and educational practices, offering insight into effective strategies for young learners.)
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman. (Offers practical methods and techniques for teaching English, with a focus on engaging students of different ages.)
Genishi, C., & Dyson, A. H. (2009). Children's Language and Literacy: Diverse Learners in Diverse Times. Teachers College Press. (This book discusses language acquisition in diverse educational settings and provides strategies for teaching young children.)
Larsen-Freeman, D. (2014). Techniques and Principles in Language Teaching (3rd ed.). Oxford University Press. (A helpful resource for understanding various teaching methods and how they can be adapted for young learners.)
Pinter, A. (2006). Teaching Young Language Learners. Oxford University Press. (Focuses on the particular needs of young language learners and how to design appropriate teaching practices.)
Snow, C. E. (2010). Academic Language and the Challenge of Reading for Learning About Science. Science, 328(5977), 450-452.
